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Recommended Citation
Reindel, Robert Allen, "Developing an Empirical Basis for Selecting a Strategic-Planning Team from Among Likely Candidates Based
on Desired Emotional Intelligence Competencies" (2006). Dissertations. Paper 654.
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School of Education
A Dissertation
Doctor of Philosophy
by
March 2 006
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UMI Number: 3213131
Copyright 2006 by
Reindel, Robert Allen
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© Copyright by Robert Allen Reindel 2006
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DEVELOPING AN EMPIRICAL BASIS FOR SELECTING A
STRATEGIC-PLANNING TEAM FROM AMONG LIKELY
CANDIDATES BASED ON DESIRED
EMOTIONAL INTELLIGENCE
COMPETENCIES
A dissertation
presented in partial fulfillment
of the requirements for the degree
Doctor of Philosophy
by
Hinsdale Bernard
3llù’joL'
External lary Clark Date approved
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A BSTRACT
by
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ABSTRACT OF GRADUATE STUDENT RESEARCH
Dissertation
Andrews University
School of Education
Problem
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objectively select team members for a strategic-planning
initiative.
Method
this study.
team.
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personalities. I then compared the objective to the
Results
Conclusions
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possess the desired competencies for a successful strategic-
planning initiative.
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T A B L E OF CONTENTS
LIST OF T A B L E S ............................................ V
ACKNOWLEDGMENTS .......................................... vi
Chapter
I . INTRODUCTION........................................ 1
Introduction...................................... 31
Teams and Team Member Recruitment.................34
Testing Mechanisms ............................... 40
Emotional Intelligence............................ 52
Intuition and Judgment............................ 60
Creativity and Innovation.........................74
Conclusion........................................ 86
Summary........................................... 88
III. METHODOLOGY........................................ 90
Introduction...................................... 90
Instrumentation ................................. 92
The Population....................................94
The Research Process..............................95
Assumptions ..................................... 100
Limitations......................................101
Delimitations....................................102
Summary.......................................... 103
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IV. STUDY FINDINGS.................................... 104
Introduction..................................... 104
Tables .......................................... 105
Hypothesis Testing...............................112
Summary.......................................... 126
Summary.......................................... 127
Findings and Discussion..........................129
Recommendations.................................. 138
Epilogue......................................... 143
Appendix
C. EQ M A P ............................................. 153
IV
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LIST OF TABLES
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ACKNOWLEDGMENTS
up to my three brothers.
To my wife Mary, for her continued support during this
studied.
VI
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To my fellow Morley associates, Laura Morris and
could conceive.
David Rausch, and Vince Montoro, who all together formed the
Mid-Michigan Millennium Regional Group. A great bunch of
people.
Reindel, and Dr. Fred Reindel, who set the path for me to
follow.
Vll
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CHAPTER ONE
INTRODUCTION
corporate outcomes.
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2
2. Cross-selling opportunities
4. Waste elimination
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3
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did all of the things that leadership theorists mean when
they talk about "encouraging the heart." (pp. 25-6)
(Gladwell, 2000).
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5
planning is begun.
discovered?
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statement of the Problem
2004).
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Purpose of the Study
individual's employer.
Kotter, 2002).
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8
Atwater, 1998).
Conceptual Framework
of the team that this success would have eluded the rest of
the team were it not for their efforts. In this study, this
concept is developed within the relatively new body of
described as those human traits that stem from the heart and
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you've just got to push them to release their potential.
Consider two scenarios—one in which you use logic and
reason alone, the other in which you use mind and heart.
Of course, heart will win out virtually every time! Does
this metaphor speak to the workplace? I think so.
(Ryback, 1998, p. 25)
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to outline all the ways the phrase has been employed" (as
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11
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Map:
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supervisory-performance appraisal.
I have chosen emotional-intelligence competencies as
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2003).
With any team-based initiative, there needs to be a
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circumstances.
Research Questions
study:
1. Can selected competencies from the EQ Map and
personal traits from the Selectform assessments serve as an
setting?
According to Drucker (1999), "The scarcest resources in
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16
Simpson, 2 003)?
workplace.
Regardless of the type of application, using emotional-
needs.
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17
Definition of Terms
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18
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see what logic may overlook and helps to steer the best,
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common sense, and our capacity for direct knowledge, and for
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results. People who are creative can identify key issues and
simplify seemingly complex problems. It involves idea
984) .
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come up with new or big ideas, and who has the capacity to
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General Methodology
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two.
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planning needs.
It is important to note that I chose the EQ Map because
intelligence competencies.
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Pearson test and the Spearman rho test were used to conduct
up the scores for Selectform with the scores for the EQ Map
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Chapter 1 Summary
of emotional-intelligence competencies.
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this case.
At the company being studied, there was a potential
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devices.
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CHAPTER TWO
Introduction
in a theoretical wrapper.
31
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opportunity to do at my company.
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teams.
The review of the pertinent literature for this study
2 . Testing mechanisms
3 . Emotional intelligence
and decision-making.
philosophical contexts.
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34
difficult.
For my purposes, the treatment of these perceived
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business needs that are more complex and can benefit from
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and early 1940s set forth the concept of the Pelagian ideal:
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this study.
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management groups.
Testing Mechanisms
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parties.
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History of Testing
(Hoffman, 2002) .
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MBTI. Myers and Briggs created and launched this test, also
2002, p. 121).
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(WPI), and the Work Profile Questionnaire (WPQ), all are for
subjected to their use over the years. These tests form the
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1983; Jones et al., 1998; McEvoy & Buller, 1987; Waldman &
Atwater, 1998).
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(Morrel-Samuels, 2002) .
Organizations that desire to develop effective teams
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their own and others' personal traits and how those relate
that one would like to know and things one would not. Then
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validation measure.
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individuals for their team and then let their skills act in
suggests,
Little has changed in our discussion of necessary
skill/competency sets required to be successful. In fact,
employers now expect more than a basic knowledge in a
discipline; they expect new graduates to have the
necessary emotional people skills developed to contribute
immediately to the organization. These include the
ability to work in a team environment . . . and to be a
team player. (Michigan State University, 2002, p. 21)
Emotional Intelligence
required.
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718). But it was not until the early 1980s when Harvard
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(1995, 1998).
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in Intelligence Reframed,
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team may not be evident, and the goals of the team may be
unattainable.
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Leaders find the best people they can, put them in the
right positions, and give them a game plan. After that,
winning is up to the players on the field. The actions of
many leaders seizing the moment create the margin of
victory. Although the charisma of leadership tends to be
associated with larger-than-life individuals who weave
inspirational spells, charisma can become a property of a
whole group of people who believe in one another and the
power of their teamwork, (p. 7)
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suggested that the whole does become more than the sum of
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judgment.
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Intuitive Judgment
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provided.
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2005) .
Robbins (2005) maintains that intuitive decision-making
back as 1966:
years.
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at the time and what one's gut level instincts tell one is
time, and in the correct way (Migotsky et al., 1997; Neff &
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p. 21) .
the experts, and his hunch made him $16 billion dollars. Ray
(Dawson, 1993).
than the days of Kroc, Leven, Hunt and others, then the
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they will live with given the negatives associated with not
contributions to society.
The more creative, intuitive, sensing, artistic aspect of
our nature is often subordinated. . . . The more we are
able to draw upon our right brain capacity, the more
fully we will be able to visualize, to synthesize, to
transcend time and present circumstances, to project a
holistic picture of what we want to do and to be in life,
(pp. 130-31)
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the role that intuition and judgment can play within the
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67) .
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that they do not know why something will work, only that it
inner vision, which must never happen, and that the remedies
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plagued him during the 193 0s (Wind & Crook, 2005, p. 178) .
The author points out that over the past 400 years, the
computer and the world that it has wrought with the creation
intuition.
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workplace.
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matter.
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p. 134).
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the atomic age and the Cold War, Rogers (1961) felt that
creative adaptation was the only way for the United States
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(p. 3).
In 1965, George F. Keller of UCLA described what he
while the two terms are often paired, the presence of both
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2003, p. 16).
The traditional pairing of creativity and innovation
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see the endless patterns that can be created from the same
point where they will not be able to raise prices, grow the
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Conclusion
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Summary
judgment.
It has been my intent to explore available resources to
provide an in-depth look at what those who have gone before
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89
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CHAPTER THREE
METHODOLOGY
Introduction
90
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participants.
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Instrumentation
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93
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judgment.
The Population
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95
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were provided with the form and a blank EQ Map before they
participated. A copy of this document is included in
Appendix A .
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particular study.
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are now making for more accurate, more appropriate, and more
Selectform.
I employed two types of correlation testing as a means
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99
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Assumptions
the subjects.
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particular team.
Limitations
capabilities.
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Delimitations
in this study.
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purposes.
Summary
performance.
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CHAPTER FOUR
STUDY FINDINGS
Introduction
staff.
104
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Tables
background.
In creating a team for a tactical or strategic
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T a b le 1
Gender of Participants
Gender N %
Male 17 57
Female 13 43
Total 30 100
Table 2
Age of Participants
Age N %
26-30 6 20
31-35 3 10
36-40 1 3
41-45 8 27
46-50 4 13
51-55 4 13
56-60 3 10
61-65 0 0
66-70 1 3
Total 30 100
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T a b le 3
Ethnicity of Participants
Ethnicity N %
Caucasian 24 80
Hispanic 4 13
African-American 2 7
Total 30 100
Table 4
Education N %
Associate's Degree 5 17
Bachelor's Degree 15 50
Master's Degree 5 17
Total 30 100
number.
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observations.
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T a b le 5
Standard
Number Personal Trait Average Score Deviation
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given situations.
the high and the low scores suggests that both judgment and
innovation are only 16-18% of a standard deviation from the
found in the EQ Map. In this table, the mean value for each
participant for intuition is 22.30, and for creativity is
20.77 .
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I l l
Table 6
EQ Map Means
2 Resilience 31.10
3 Intentionality 27.90
4 Compassion 27.13
12 Creativity 20.77
15 Outlook 19.33
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Hypothesis Testing
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T a b le 7
Pearson Sig
Number Personal Trait
Correlation (2-tailed)
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T a b le 8
Pearson Sig
Number Personal Trait Correlation (2-tailed)
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p = .02.
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T a b le 9
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T a b le 10
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probability of p = .01.
Table 11 is a composite of Tables 7, 8, 9, and 10, and
Table 11
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Table 12
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T a b le 13
894 30 3
787 29 1
897 28 4
680 28 3
469 27 4
784 26 3
893 25 4
468 25 4
570 25 3
789 24 4
464 24 4
463 24 3
788 23 4
785 22 3
682 22 2
681 20 3
466 20 1
677 19 3
683 19 2
895 18 3
786 18 3
576 17 3
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T a b le 13--Continued.
896 16 3
465 16 2
573 15 3
574 14 3
467 14 2
571 13 3
790 12 2
892 10 2
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T a b le 14
894 31 3
787 31 2
464 30 3
680 29 4
897 28 3
892 27 3
788 27 3
468 26 4
570 24 2
681 24 1
469 23 4
893 23 3
463 23 3
785 23 2
789 22 3
573 21 4
895 21 3
683 21 2
465 20 2
682 19 3
896 19 2
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T a b le 14--Continued.
786 19 2
677 19 2
576 19 2
574 19 2
784 18 2
466 18 2
571 17 2
467 15 1
790 13 3
findings or analysis.
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T a b le 15
894 30 3 31 3
680 28 3 29 4
897 28 4 28 3
469 27 4 23 4
468 25 4 26 4
893 25 4 23 3
464 24 4 30 3
463 24 3 23 3
788 23 4 27 3
Table 16
680 28 3 29 4
469 27 4 23 4
468 25 4 26 4
464 24 4 30 3
788 23 4 27 3
681 20 3 24 1
677 19 3 19 2
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Summary
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CHAPTER F IV E
Summary
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together.
review.
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Tables
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profile.
both counts. While this was the case, I would suggest that
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79) .
originally postulated.
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respective scores.
.1 0 .
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other than the use for which it was intended, the process
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this statement.
application.
A compiled volume of resources could be developed that
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extend the use of various tools used for hiring staff into a
Recommendations
research.
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2000, p. 351).
A future study that compares the data gathered in the
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future study take the Cherniss and Goleman test and measure
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assured judgment.
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individual interpretation.
Epilogue
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traits.
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APPENDIX A
LETTER OF CONSENT
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[147]
LETTER OF CONSENT
You are invited to participate in a research project that addresses emotional intelligence.
This project will be conducted as part o f a dissertation for Mr. Robert Reindel, Vice
President o f Marketing Services at Morley Companies, Inc. as he works towards his
doctorate degree. It is understood that while this project may involve Morley resources,
this research is an effort o f Mr. Reindel and not Morley Companies, Inc.
Your participation in this project is completely voluntary. You are free to choose not to
participate. If you have any questions about this research project, please contact Mr.
Reindel in Marketing Services by telephone at (989) 791-0131 or by e-mail at
robert.reindel@morleynet.com or Dale Walk in Morley Human Resources at (989) 791-
0164 or by email at dale_walk@morleynet.com.
□ I have read and understand the above information and voluntarily AGREE to
participate in the research project described above. I hereby release Morley Companies,
Inc. and it associates from any liability associated with my participation.
] I have read and understand the above information and I DO NOT AGREE to
larticipate in the research project described above. I hereby release Morley Companies,
nc. and it associates from any liability associated with my participation.
] I have read and agree to the details as described above regarding this research project. I
lereby release Morley Companies, Inc. and it associates from any liability associated
vith my participation.
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APPENDIX B
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[149]
DATE:
Help you to support your conclusion and recommendation for job ciasslfication
and compensation improvements.
PROCEDURE:
Pages 2 and 3 describe Fifteen personal traits identified with job success or failure.
Decide for each, the level at which the employee performed for this rating period.
Write the corresponding value number in the rating coiumn. Add the numbers to
obtain a totai score. ^
Transfer this total to the rating scale on page 4. This will indicate, and support,
your overall opinion of the employee’s performance.
Refer back to pages 2 and 3 to comment on the employee’s principal strengths and
weaknesses. Your comments should be consistent with your rating of individual traits.
Finally, you should describe the employee’s reaction to this evaluation, if you discuss
it, and make your recommendation for any changes in the employee’s job classifica
tion or rate of pay.
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[150]
SOME DEFICIENCIES
UNSATISFACTORY EVIDENT
PERSONAL TRAITS
0 1
Level of satisfactory
Usually tjelow Barely acceptable level of
QUANTITY output generated
acceptable standard. output. A slow worker.
per unit of time.
Organization of the
Usually disorderly Frequently unorganized or
ORDERLINESS Individual's work
and chaotic. work area in disarray.
and work area.
- 2—
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[151]
INSERT
SATISFACTORY EXCEPTIONAL CLEARLY OUTSTANDING
NUMERICAL
RATING
(0 THROUGH 4)
2 3 4
Understands job routine. Understands why all fob functions
Completely understands are performed and Inter
Some knowledge still to all aspects of the job. relationship with other jobs.
be acquired.
An expert.
Satisfactory. Meets expectations Usually exceeds the norm. Exceptional producer. Generates
of average output. A fast worker. maximal output.
Usually properly dressed and Rarely exhibits poor appearance Always properly dressed for the
groomed. Few poor personal or offensive habit. job. Personal hat>fts are never
habits. offensive or In poor taste.
TO TA L
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I I I I II I I I II I II I II
15
II III II I II I I 1I
30
II I I I! I! I I I M 45I I ! I I II II I I I! I I
60
Un s a t i s f a c t o r y SOME DEFICIENCIES EVIDENT SATISFACTORY EXCEPTIONAL CLEARLY OUTSTANDING
APPROVED BY:
— 4-
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APPENDIX C
EQ MAP
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[154]
An Integrated EQ Assessment
And Individual Profile
M A P
Mapping Your
Emotional Intelligence.
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[155]
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[156]
E Q M ap"
Q u e s t io n n a ir e
A n Integrated
EQ Assessment
âf Individual Profile
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E m o t io n a l I n t e l l ig e n c e
Emotional intelligence is the ability to senses imderstand
and effectively apply the power and acumen of emotions as a
source of human energy, information and influence. Human
emotions are the domain of feelings, gut level reactions and
emotional sensations. When trusted and respected, emotional
intelligence provides a deepen more fu lly formed understanding
of oneself and those around you.
A b o u t teie EQ M ap ”
Unlike testing in which you are graded with a single numeric
score, the EQ Mapping process w ill guide your exploration of
emotional intelligence by plotting your personal performance
strengths and vulnerabilities to identify individual paths for success.
□ Th e EQ M a p ~ Q u e s t iq n n a ir e wüi assist
you in the assessment of the various components related to EQ
and its inherent competencies.
□ T he EQ M ap “ S c o r in g G r id wmvisually
map your personal performance^ creating a snapshot of your current
EQ strengths and vulnerabilities.
□ T he EQ M ap" I n te r p r e ta h o n G u id e
w ill provide you with a detailed explanation of the importance of
each scale to the qualities of emotional intelligence.
E s f l S y « te m s v In c A ll R i^ ts Reserved Version
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C o m p l e t in g Y o u r
EQ M ap” Q u e s h o n n a ir e
Plan to spend at least 30 minutes of undisturbed time com- -
pleting the questionnaire. Complete each scale by circling the num
ber (3,2,1,0) in the column which best describes your response to
each statement or question.
Fin d in g Y o u r S co re
After completing eadi scale; add the value of the numbers you
have circled in each vertical (up and down) column. Place that total
at the bottom of each colirmn. Add the bottom row of totals
together to get your score for that scale. W rite that total in the
square provided. Directly above the sqitare is a ruler with four lev
els. Your score w ill fall within the range on one of these four levels.
Fill in the triangle that corresponds to your score. Your EQ M ap"
Interpretation Guide w ill explain your scores.
Example:
in d ic a te h o w Thisiescrih<sme:
7T
24-23
iir e n tly th in k
Very W eti hAoderately A N e tA lM
m ' btOe
A
Q 0 22-12
by listening
CD 0
of the t i m e . 3
t.____________ 3
è2
1
1 W II-5
m(s)--------------- 2 1 0
IS scare me,____
ate
1 2 3 A
— ® 1 4-0
1 & To ta l
S cale 3
(o + 2 + Z + 0 =
JE2
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%
S e c t io n I. C u r r e n t E n v ir o n m e n t ;
P ressures & Sa tis fa c tio n s
P e r so n a l P ressures:
Financial difficulties ....................... 3 2 0
Increased caretaking responsibilities for an
3
3
2
2
• 0
0
A
0-8
Raising a child . 3 2 0
3 2 0
3 2 0 A
Findirrg quality day care or problems with current 9-16
day care situation................................................ 3 2 0
Not enough time to spend with those closest to me 3 2 0
3 2 0 A
3 2 0 17-27
3 2 0
Sexual conflict or frustration. 3 2 0 A
3 2 0
3 2 0 28-96
3 2 0 To t a l
Sca le 1
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%
S c a le 2: Liee S a tts fa c tio n s
P e r s o n a l S a t is f a c t io n s :
T hink about...the past m onth. For each of the statements listed below,
please indicate how true each is for you.
W o r k S a t i s f a c t io n s :
T hink about...the past m onth. For each of the statements listed below, please
indicate how true each is for you.
I enjoy m y jo b 3 2 1 0
I have a supervisor whom Ilik e and trust 3 2 1 0
I would rather make more money
at a less interesting jo b ___________________ 0 1 2 3
A
63-28
I believe in what my employer stands fo r 3 2 1 0
I have a good physical worldng environment.......... 3 2 1 0
I receive adequate gpnqiensation for my w ork 3 2 1 0 A
I f ^ liked and valued by the peo{de at w o rk , 3 2 1 0 27-21
I receive feedback about the quality of my work .... 3 2 1 0
I use m y abilities and talents bn the job 3 2 1 0
I participate in decisions about things A
at work tdiich affect m e ............... 3 2 1 0 20-12
I am respected by people in the community for my job 3 2 1 0
When œnâdering my contributions^ I feel
shortchangqdhy my company______________ 0 1 2 3
A
11-0
Resoiuees are limitecf I have to
fight to get things done 0 1 2 3 Total
Scale 2
+
a
6 0 1996,1997 ATT and Em Sy#ten% In c A ll R i^ ts Resexved. Verâon 4S
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%
Se c t io n IL E m o t io n a l L ite r a c y
a
S cale 4; E m o t io n a l E x p r e s s io n
For eadi item listed below, please indicate how This describes me:
well it describes the way you currently Very Wed Moierateh A Not At All
or feel about yourself WtW [M e
A
I let other pecyle know when diey are 27-23
doing a good jo b __________ 3 2 1 0
I e:qpress my emotions even if diey are negative 3 2 1 0
I let others know what I ^ u tt and need ............. 3 2 1 0 A
M y dosest feiends would say I express my 22-18
appreciation of dtem _____ 3 2 1 0
I keep my feelings to myself __ 0 1 2 3
I let people know when uncomfortable fedings A
get in the way of our work.................................. 3 2 1 0 17-14
I have trouUe reaching out to odieis when I need help 0 1 2 3
M y co-workers would say I express my
appreciation of them ........... 3 2 1 0
A
13-0
I would do anything to avcnd locddng foolish
to my peers.................................................. 0 1 2 3 T o ta l
S c a le 4
a
0 1996,1997 ATT «nd Em System^ Inc All Rigjkts Resovcd VasioR45 7
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For each item listed below, please indicate how Hiis describes me:
well it describes the way you currently think Very Well Moderately A Not At All
or feel about yourself. Well little
8
C 1996,1997 ATT «nd Esa Systems» foe A ll R i^ ts Reserved Version 45
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S e c tio n III. EQ C om petencies
S c a le 6: In te n tio n a lity
Think about...the past m onth. For each item This describes me;
below, please indicate how well the statement Moderately A_ m At All
describes your behavior. Well UttU
S c a l e / ; C reattvity
rn
T hin k about...the past month. Tot ead\ ite m This describes me:
below, please indicate how well the statement Very Well Moderately Not At All
describes your behavior Well little
+ +
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%
Scale 8: R e s ilie n c e
Think about...the past m onth. For each item This describes me:
below, please indicate how well the statement y Moderately
describes your behavior. Well
X Not at all
U tile
+ H
rn
Scale 9: I n ter per so n a l C o n n e c t io n s
Think ab o ut..th e past m onth. For each item IWs describes me:
below, please indicate how well the statement VeryWeU Moderately X Not At All
describes your behavior WeU UttU
A
I am able to grieve when I lose something 30-29
important to me - .............................. 3 2
I feel uncomfortable vdien someone gets too dose
to me emotionally 0 1 3
A
28-25
I have several fiiends I cari count on in times of trouHe 3 2 0
I show a lot of love and affection to my friends/family 3 2 0
When I have a problem I know vdio to go to A
or what to do to help solve i t 3 2 0 24-19
M y belief anthWues guide my daily actions 3 2 0
M y family is always there for me vdren I need them 3 2 0 A
I doubt if m y colleagues really care about me
18-0
as a person - 0 1 3
I have a difficult time making friends..................... 0 1 3 T o ta l
I hardly cry not even at funerals .............. 0 1 3 S c a le 9
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S cale lo : C o n s tr u c tiv e D is c o n t e n t ,
T hin k about...the past m onth. For each item This iescrihes me
below, please indicate how well the statement Very WeU Moderately A Not At All
describes your behavior. Wefl Utile
+
a
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%
Se c t io n rV . E Q V m u e s a n d A t t it u d e s
S cale l i ; O u t lo o k
Think ahout...the past m onth. For eadi item Ihis describes me
A
24-21
below, please indicate how well the statement i4, Not At All
describes your actions or intentions. Well Uttle
A
Hook on the bright side of things............................... 3 2 0
20-17
I love my life............................................................... 3 2 0
I know I can find solutions to difficult problems .... 3 2 0
I believe things usually work out for the best 3 2 0 A
I have been continually frustrated in my life 16-12
because of bad breaks............................................... 0 1 3
Ilik e v d io la m ...............................................
I see challenges as opportunities for learning. 3 2
32 0
0
A
11-0
Under pressure; I am confident I w ill
figure out a solution................................................ 3 '2 To tal
Sc ale i i
S cale 12; C o m p a s s io n
+
a
T hink abdut...the past month. For each item Tfiis describes me:
below, please indicate how well the statement VeryWeü Moderately A Not A t AU
describes your actions or intentions. WeU Uttle
Icanseepaininodierseveniflheydon't.talk'aboutit 3 2 1
I am able to read people's emotions A
from their body language........................................ 3 2 1 36-30
I act ethically in my dealings with people ................ 3 2 1
I would not hesitate to go out of m y way
to he^) someone in trouble...................................... 3 2 1 A
I take the feelings of"Others into consideration 29-27
in m y interactions with them.................................. 3 2 1 0
I can put myself in someone else's shoes.................... 3 2 1 0
There are some peo(de I have never forgiven 0 1 2 3 A
I can forgive myself for not being perfect.................. 3 2 1 0 26-22
When I succeed at something, I offen think
I could have done better.........................................
I help others to save face in a tough situation 3
0 1
2
2
1
3
0
A
21-0
I constantly Wbwy about my shortcomings 0 1 ' 2 3
lam jealous of peofJe who have more than I d o 0 1 2 3 T o ta l
S c a le 12
12 0 1 9 % 1997ATTândEgÂSygtem^In c Version45
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S cale 13: I n t u it io n
T hink about...the past month. For each item This describes me:
W ow please indicate how weU the statement _ X
Not At All
describes your actions or intentions. Well Uttle
+ +
r ~ i
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%
S cale 15: P er so n a l P o w e r
T hink ahout...the past m onth. For eadi item This describes me:
below, please indicate how well the statement VeryWell Moderately /' Not At All
describes your actions or intentions. Well Uttle A
33-32
I can make things happen................... 3 2 0
Fate plays a strong role in m y life........................... 0 1 3
I find it useless to fight the established A
hierarchy at my company.................................... 0 1 3 31-27
Circumstances are beyond my control.............. 0 1 3
I am easy to like...................................................... 3 2 0
I have a hard time accepting compliments.............. 0 1 3 A
I have the ability to get what I w a n t..................... 3 2 0 26-22
I feel in control of my life....................................... 3 2 0
If I reflect on my life, I might
find I am basically unhappy .............................. 0 1 3
A
21-0
I enjoy taking charge of things.................. ...... 3 2 0
I know what I want and go after i t ......... 3 2 0 T o ta l
S c a le 15
a
S cale 16: I n teg r a ted S elf
T hink ahout...the past m onth. For eaîëi item This describes me:
below please indicate how well the statement
describes your actions or intentions.
VeryWell Moderately A
WeU Uttle
Not At AU A
27-23
I am willing to admit it when I make a mistake...... 3 2 0
I feel like a fraud....................... 0 1 3 A
If I no longer had passion for my work
22-20
I would change jobs ..... 3 2 0
M y job is an extension of my personal value system- 3 2 0
I never teU lie s........................... 3 2 0 A
I find myself going along with a situation even 19-16
if I do not believe in i t .................................. 0 1 3
I exaggerate my abilities in order to get ahead
I tell the truth «ven when it is difficult..................
0
3
1
2
3
0
A
15-0
I have done things on my job that
are against my beliefs......................................... 0 T o ta l
S c a le i 6
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Se c t io n V . E Q O u tc o m e s
S cale 17; G en er a l H e a lth
T hink about...the past m onth. Neoa Once Every Neam
Nearly
or Twice W ed Every Day
Please indicate how often (if ever) you have
a M onth
experienced the following symptoms.
P h y s ic a l S y m p t o m s ;
Bade pain................ 0
Froblem(s) with weight (either underweight
or overweight)...................................................... 0 2
Tension headadies.................................................. 0 2
Migraines ............................................................. 0 2
Colds or lesjriratory problems................................. 0 2
Stomach problems (frequent ga^ irritable bowel
syndrome^ or ulcers)................................. 0 2
Chest pain. .................................................. 0 2
Unexplainable aches and pains ............................... 0 2
Some other kind of chronic pain not listed above 0 2
B e h a v io r a l S y m p t o m s ;
Eating (loss of appetite overeating, no time to eat).. 0 2 3
Smoking................................................................. 0 2 3
Drinking alcoholic beverages.................................. 0 2 3
Taking aspirins or other pain killers....................... 0 2 3
• Using "recreational drugs"...................................... 0 2 3
Withdrawing ftx>m dose relationships.................... 0 2 3
Criticizing, blaming or ridictrling others .......... 0 2 3
Feeling victimized or taken advantage o f 0 2 3
Watching TV. (over 2 hours a day).................. 0 2 3
Flaying video/computer games or using dre
Internet (over 2 hours per d ay)........................... 0 2 3
Resent people I encounter* i...'....______ 0 2 3
Aoddents or injuries...................................... Ô 2 3 A
t», 0-8
E m o t io n a l S y m p t o m s ;
Trouble txmcentrating.............................................
Overwhelmed by work..................................
0
0
2
2
3
3
A
9-16
Being easily distracted.-..................... 0 2 3
Can't get things off my mind/ constant
worrying or dwelling........................................... 0 2 3 A
Feeling depressed, dejectecf or hopeless............. 0 2 3 17-30
Feeling lonely ........................................... 0 2 3
M ind goes blank. ...... 0 2 3
Feeling fatigued or overwhelmed........................... 0 2 3 A
Trouble making up my mind or making decisions.. 0 2 3 31-93
Trouble getting myself going or
T o ta l
calming myself down........................................... 0
S c a le 17
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S cale i8 : Q u a l it y o f L ife
Please indicate how well each of the follomng This describes me:
statements d e fie s the way you currently MadmAh A Not A t A ll A
think or feel about yourself. Well Little 33-27
+ + +
a
Scale 19: R e l a t io n s h ip Q u o t ie n t
Please indicate how well each of the following This describes me: „ .
A
21-19
statements describes the way you currently Moderately A Not A t A ll
think or feel about yourself. WeU Little
a
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[171]
S cale 20: O p t im a l P er fo r m a n c e
A
Please indicate how well each of the following This describes me: 21-20
statements d e^bes the way you currently y W w kb A Not At AU
think or feel about yourself WeU UtUe
A
I am satisfied with my work performance- 3 2 1 0 19-18
M y co-workers would say I facilitate good commu
nication among the members of my woik groiç... 3 2 1 0
A
I feel distant and uninvolved at work 0 1 2 3
It is difficult for me to pay attention to work tasks.. 0 1 7 3 17-15
In my work team, I am invcJved in decision-making 3 2 1 0
I have difficulty meeting commitments
or completing tasks.............. 0 1 2 3 A
14-0
M y work performance is consistendy
the best I can do 3 2 T o ta l
S c a le 20
0199£v 1997 ATT and Esst System^ Inc iMl Rights Reserved. Version 46
17
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[172]
C o m p l e t in g Y o u r E Q M ap ~ S c o r in g G r id ,
Take out the Scoring Grid and lay it flat.You are going to transfer your
scores from each scale of the questionnaire onto this grid, to give you an overall
picture of your performance levels.
The EQ Map” Scoring Grid has four levels for each scale, just like the ruler.
Transfer your ruler level from each of the scales by filling in the triangle on the
grid that matches your level on each scale.
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[173]
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REFERENCE L I S T
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REFERENCE L I S T
175
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176
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177
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178
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179
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180
Hudy, J., Warren, R., & Guest, C. (1991). The case for
personality tests in training. Training, 28(12), 1-3.
Hunter, J. 1998. The servant--A simple story about the true
essence of leadership. Roseville, CA: Prima Publishing.
Jacobs, G . (2003) . The ancestral mind. New York: Viking
Penguin.
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181
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182
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183
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184
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185
Senge, P. (199 0). The fifth discipline : The art and practice
of the learning organization. New York: Doubleday.
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V IT A
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V IT A
Professional Career
1992-Present Vice President, Morley Companies, Inc.
189
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190
Educational Background
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